The Power of Personalized Attention: Comparing Pedagogical Approaches in Small Group and One-on-One Early Literacy Tutoring. EdWorkingPaper No. 25-1289
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| Title: | The Power of Personalized Attention: Comparing Pedagogical Approaches in Small Group and One-on-One Early Literacy Tutoring. EdWorkingPaper No. 25-1289 |
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| Language: | English |
| Authors: | Hsiaolin Hsieh, David Gormley, Carly D. Robinson, Susanna Loeb, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 |
| Descriptors: | Emergent Literacy, Kindergarten, Grade 1, Grade 2, Individualized Instruction, Small Group Instruction, Tutors, Learner Engagement, Time Factors (Learning), Attention, Instructional Effectiveness, Teacher Student Relationship |
| Geographic Terms: | Texas |
| Abstract: | Tutoring has played a significant role in pandemic-related learning recovery, supporting student learning and engagement. A recent randomized controlled trial estimated that one-on-one virtual early literacy tutoring was nearly twice as effective as two-on-one tutoring for improving student learning (Robinson et al., 2024). To better understand this gap, we analyze transcripts from 16,629 tutoring sessions in this RCT--which included over 3.7 million tutor utterances--using natural language processing and machine learning techniques. We explore how tutors allocate attention across content instruction, relationship building, and classroom management between one-on-one and two-on-one formats. While tutors dedicate similar time to content instruction and relationship building across both formats, students receiving one-on-one tutoring receive more attention and personalized support. To improve the effectiveness of two-on-one tutoring, it may be beneficial to equip tutors with strategies that engage multiple students simultaneously, thereby reducing downtime and minimizing the potential for disengagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678285 |
| Database: | ERIC |
| Abstract: | Tutoring has played a significant role in pandemic-related learning recovery, supporting student learning and engagement. A recent randomized controlled trial estimated that one-on-one virtual early literacy tutoring was nearly twice as effective as two-on-one tutoring for improving student learning (Robinson et al., 2024). To better understand this gap, we analyze transcripts from 16,629 tutoring sessions in this RCT--which included over 3.7 million tutor utterances--using natural language processing and machine learning techniques. We explore how tutors allocate attention across content instruction, relationship building, and classroom management between one-on-one and two-on-one formats. While tutors dedicate similar time to content instruction and relationship building across both formats, students receiving one-on-one tutoring receive more attention and personalized support. To improve the effectiveness of two-on-one tutoring, it may be beneficial to equip tutors with strategies that engage multiple students simultaneously, thereby reducing downtime and minimizing the potential for disengagement. |
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